Mapping Opinions
Equality may be the aim – but is it the reality? The GTC's annual survey asks some searching questions.
Part-time teachers – overwhelmingly women – and supply teachers miss out on promotion and their need for professional development remains unmet. Meanwhile, there's a looming crisis in school management as demographics and teacher reluctance cut the field of head teacher recruits.
These are some of the stark conclusions of the third national independent GTC survey, published this autumn. Unlike other studies, which exclude those who work part-time or supply, the GTC survey captures their opinions too, ensuring that it provides the most accurate picture of the teaching profession in England.
Of those teachers who work part-time, 97 per cent are women but just 20 per cent have promoted posts. Meanwhile, the study clearly demonstrates that supply teachers are the most marginalised and least satisfied members of the teaching workforce.Only five per cent believe that their continuing professional development (CPD) needs were fully met last year, while more than half say their CPD experience was inadequate.
With an achieved sample of 3,665 teachers drawn from the Register, the GTC commissioned study is based upon a postal or online questionnaire. “The findings are both a snapshot of teachers' views and feelings and a way of mapping how opinions are changing over the years,” explains John Ashby, GTC assistant research adviser.
Promote equality
This year, the survey – carried out in spring by the Institute for Policy Studies in Education (IPSE) at London Metropolitan University – includes a major section on equality. This reflects the new statutory duties on schools to promote equality in relation to race, gender, age and sexual orientation.
Teachers believe that for pupils, the most important issues to address are social class, race/ethnicity and gender. Asked what is needed to tackle underachievement, the overwhelming majority of teachers believe that 'the achievement of each individual child needs to be maximised'. They identify a mix of measures to help, including raising parental and school expectations of the child.
Turning to teacher employment issues, respondents feel that age discrimination is the most significant issue, followed by gender and race. Some teachers comment that they are too old or 'too expensive' to make further career progress, while younger teachers are being fast-tracked for promotion, despite having less relevant experience. Half of the teachers questioned say they have received no training at all in any aspects of equality. Those that had are much more likely to feel confident that they understand how these equality issues impact on classroom practice.
A disturbingly large proportion of respondents – around half – did not know whether their school had policies for age, sexuality or social class , suggesting some policies are simply sitting on shelves gathering dust.
No room for complacency
The GTC survey confirms previous research that minority ethnic teachers seek promotion more actively than their white peers, yet they remain under-represented in management positions. Seven per cent of white teachers, but just two per cent of black and minority ethnic (BME) teachers, are working as head teachers.
The good news is that the situation does appear to be improving. Minority ethnic teachers are younger and/or less experienced than their white peers, reflecting an active drive to recruit BME teachers, and the fact that many are slightly older when they come into teaching. Once this is taken into account, differences in the proportion of white and BME teachers who have secured promotion are much less marked. However, there is no room for complacency. One teacher comments: “White head teachers and middle managers in school did not respect the ethnic minority teachers and people like me did not make any progress as a class teacher.” Another says: “…institutional racism…inability of certain colleagues to respect my expertise…constantly having to justify my position…feeling isolated, frustrated, undermined.”
Positive about PPA
Although almost three-quarters of teachers say they are getting their full allocation of planning, preparation and assessment (PPA) time, the GTC survey clearly shows that at least one in five teachers is not receiving their entitlement.
However, in the main, respondents are positive about PPA time. Almost 70 per cent agree that it helps them to reflect on assessment of children’s needs and target lessons more precisely. In addition, 62 per cent say they teach better, and more than half are seeing a reduction in the amount of time spent at home on schoolwork.
Teachers say:
- “A great idea – know it has cost implications for heads but it has made a big difference to workload. I have mine in one block and it has rescued my Sunday afternoons!”
- “I feel more human and less stressed. I feel much more able to do my job properly. I also feel I am gaining more in my home life, which obviously is good for my well-being!”
- “The best initiative I have seen in primary teaching for a long time. Very valued time, much needed and much appreciated.”
Planning, preparation and assessment time
For results see PPA graph in right hand side bar.
Who wants to be a head teacher?
Currently, only four per cent of teachers say that they will be aiming for headship in the next five years. Although this is of concern, many committed assistant and deputy heads are planning a move into headship – 27 per cent of the sample.
However, the difficulties already experienced in recruiting head teachers are likely to worsen, since the demographics of the teaching workforce are unbalanced. Half the profession is above the age of 45; 17 per cent of teachers, 23 per cent of deputy/assistant head teachers and 34 per cent of head teachers plan to retire in the next five years. There are too few teachers between the ages of 39 and 49 to replace the head teachers who will retire soon.
Despite the undoubted pressures, once in post, many head teachers are positive about their role. For example, they are more likely to report that their CPD needs have been met than classroom teachers; to feel that CPD is valued in their school; and that their school is a true professional learning community. One head teacher says: “It's the best job I have ever had – I wish I had had the confidence to apply for headship sooner.”
Career planning – accident or design?
While a few teachers put their career progression down to luck, for the majority, practical experience in a well-managed school, with good opportunities for CPD, and personal support and encouragement from senior colleagues, are the key professional factors that help – or hinder, if they are absent.
However, personal factors are important too. Some are choosing to put their work-life balance or children first; many are caring for a relative; and some say they are actively avoiding the stress they see as inevitable in the head teacher role. Even in 2006, women are more likely to report putting family first or to say that they can only cope with being a head teacher because they are single. A third of women head teachers live alone, compared with only two per cent of male heads.
The survey shows a substantial number of experienced teachers working in schools for more than 15 years who have never been promoted. Is this a positive choice by the individual? A majority of women teachers in this category cite family responsibilities as the reason for staying put. Men were more likely to say that personal factors had been influential.
Although only a small proportion (seven per cent) of respondents overall – both white and BME teachers – reported discrimination or bullying, their worries are disturbing. If replicated across the teacher workforce, this represents some 30,000 teachers whose careers are being blighted by prejudice, poor management or bullying. “The head teacher…has made quite a few staff ill and has treated me badly since I asked to go part- time after the birth of my first baby...” says one teacher.
Characteristics of thos who envisaged becoming headteachers
Primary
Average age: 40.5
Average years of service: 12.9
Secondary
Average age: 43.3
Average years of service: 17.8
Of the 123 teachers in the survey who envisaged becoming heads, 47 were men and 76 were women
To read the survey results in full visit: www.gtce.org.uk/research/tsurvey
